Multi Year Resilience Program - Idara-e-Taleem-o-Aagahi

Multi Year Resilience Program - MYRP Introduction

Introduction

The Multi-Year Resilience Program (MYRP), a collaborative effort with VSO spanning from 2022 to 2024, is a comprehensive three-year initiative dedicated to overcoming the challenges posed by various hazardous situations in our country. These challenges have significantly impacted the delivery of essential services, particularly in the realm of education.

Recognizing the critical need for sustainable development goals, MYRP has identified the vital role of education, as enshrined in Article 25A, in addressing setbacks and fostering resilience. The program places a strong emphasis on free and compulsory education for all individuals from the age three to sixteen, as mandated by law.

A stark revelation emerged during the program’s initial assessment: the literacy rate in 2021 stood at a mere 62.8%, indicating limited progress in recent years. MYRP acknowledges that any gains made in the past have been incremental, slow, and marginal.

Further analysis revealed a distressing scenario, with an initial Out-of-School Children (OOSC) rate of 32%, which subsequently rose to 19.1%, as per data from the Ministry of Federal Education and Professional Training (MoFEPT). This increase can be attributed to the disruptive impact of the Covid-19 pandemic and devastating floods. The urgency to address these challenges and reinstate the momentum toward education for all is at the forefront of MYRP’s mission.

Timeline/locations

The Multi-Year Resilience Program (MYRP) is a transformative three-year pilot initiative launched from 2022 to 2024. Designed to make a lasting impact, MYRP is actively addressing educational challenges in five underprivileged districts, strategically selected to fortify literacy and enhance the efficiency of the education system.

These targeted efforts are concentrated in two key provinces, namely Khyber Pakhtunkhwa (KPK) and Baluchistan. Within KPK, MYRP is making a difference in three critical districts: Mansehra, Peshawar, and Charsada. Meanwhile, in Baluchistan, the program is actively engaged in the districts of Quetta and Chaghi.

By strategically operating in these specific regions, MYRP aims to not only bolster literacy rates but also streamline and fortify the overall education infrastructure. The program’s focus on underprivileged districts underscores its commitment to creating positive and sustainable change in communities that need it the most.

Targets for 3 years

ITA in collaboration with VSO is working to achieve 5 outcomes as mentioned below:

Outcome 1. ACCESS – The most vulnerable girls and boys including adolescents and those living with disability have access to inclusive, relevant, and quality learning

Outcome 3: LEARNING ENVIRONMENT – Learning environments are safe, accessible, and conducive to learning for all learners starting with the most vulnerable girls and boys, and including adolescents and those living with disability

Outcome 4: SYSTEM STRENGTHENING – Education systems are strengthened through support to the national, provincial, community and school levels

Outcome 5: IMPROVED EDUCATIONAL OUTCOMES -The educational outcomes of girls and adolescent girls are improved through targeted programming focused on enrolment, retention and learning strengthened

Outcome 6: Sufficient resources are mobilized to scale the implementation of the multi-year Program and to monitor program quality

OUTCOME 1&5: The most vulnerable girls and boys including adolescents and those living with disability are engaged in inclusive, relevant and quality learning

OUTCOME 3: Learning environments are safe, accessible and conducive to learning for all learners starting with the most vulnerable girls and boys, and including adolescents and those living with disability

OUTCOME 4: Education systems are strengthened through support to the national, provincial, community and school levels

OUTCOME 6: Sufficient resources are mobilized to scale the implementation of the multi-year programme and to monitor programme quality

Achievements

The initial two years of MYRP marked a resounding success. Following a thorough examination of the ASER report card, ITA proactively addressed areas requiring attention. It prioritized inclusivity and took decisive steps, establishing Early Childhood Education (ECE) and Community Learning Program (CLP) centers designed to cater to Out-of-School Children (OOSC). These centers were seamlessly integrated into schools for a more cohesive approach.

To fortify the educational landscape, ITA orchestrated comprehensive training sessions for education champions. Armed with tailored teaching materials and supported by ECE and CLP kits, champions were empowered to make a lasting impact. Simultaneously, educators underwent training to cultivate a nurturing learning environment. This encompassed Disaster Risk Reduction (DRR) and the implementation of thorough school safety risk assessments.

In parallel, ITA assumed an instrumental role in crafting an advocacy strategy. Serving as a vital liaison between citizens and the government, ITA facilitated a meaningful connection. This bridge allowed for the seamless presentation of citizens’ suggestions to the government, with the ultimate goal of effecting precise and need-based changes in the forthcoming sector plan.

NOCs

Concept note

The Multi-Year Resilience Program proposes is a three- year program, covering five districts, by putting entire focus on inclusivity and girls’ education within the Education Sector Plans (2022-2025) for Baluchistan and Khyber Pakhtunkhwa. The objective is to address gaps in the plans through engagement with community members, students, teachers, and government professionals. Key themes include inclusivity, girls’ education, district-specific considerations, and the analysis of ASER survey gender cards. Target participants encompass community representatives, students, teachers, government officials, and civil society organizations. The workshop agenda covers presentations, panel discussions, interactive sessions, and district-specific action plans, culminating in a comprehensive report and district-specific recommendations for education authorities. The workshop aims to promote collaboration for a more inclusive and effective education sector in both provinces.